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Year 4 · Mathematics · Number

AC9M4N07

choose and use estimation and rounding to check and explain the reasonableness of calculations including the results of financial transactions

The content description above is Australian Curriculum, Assessment and Reporting Authority (ACARA)’s own wording, reproduced unmodified from the Australian Curriculum v9.0, read in August 2026, and licensed CC BY 4.0.

© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website and was not modified. ACARA does not endorse this product and is not affiliated with it.

Taught alongside it

The rest of Number in Year 4.

AC9M4N01

recognise and extend the application of place value to tenths and hundredths and use the conventions of decimal notation to name and represent decimals

AC9M4N02

explain and use the properties of odd and even numbers

AC9M4N03

find equivalent representations of fractions using related denominators and make connections between fractions and decimal notation

AC9M4N04

count by fractions including mixed numerals; locate and represent these fractions as numbers on number lines

AC9M4N05

solve problems involving multiplying or dividing natural numbers by multiples and powers of 10 without a calculator, using the multiplicative relationship between the place value of digits

AC9M4N06

develop efficient strategies and use appropriate digital tools for solving problems involving addition and subtraction, and multiplication and division where there is no remainder

AC9M4N08

use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate the problems using number sentences and choose efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation

AC9M4N09

follow and create algorithms involving a sequence of steps and decisions that use addition or multiplication to generate sets of numbers; identify and describe any emerging patterns

The same idea, year by year

Where AC9M4N07 comes from and where it goes, for a student working below or above Year 4.

  1. Year 3AC9M3N01recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000
  2. Year 3AC9M3N02recognise and represent unit fractions including \(\frac12\), \(\frac13\), \(\frac14\), \(\frac15\) and \(\frac1{10}\) and their multiples in different ways; combine fractions with the same denominator to complete the whole
  3. Year 3AC9M3N03add and subtract two- and three-digit numbers using place value to partition, rearrange and regroup numbers to assist in calculations without a calculator
  4. Year 3AC9M3N04multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies
  5. Year 3AC9M3N05estimate the quantity of objects in collections and make estimates when solving problems to determine the reasonableness of calculations
  6. Year 3AC9M3N06use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate problems using number sentences and choose calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation
  7. Year 3AC9M3N07follow and create algorithms involving a sequence of steps and decisions to investigate numbers; describe any emerging patterns
  8. Year 5AC9M5N01interpret, compare and order numbers with more than 2 decimal places, including numbers greater than one, using place value understanding; represent these on a number line
  9. Year 5AC9M5N02express natural numbers as products of their factors, recognise multiples and determine if one number is divisible by another
  10. Year 5AC9M5N03compare and order fractions with the same and related denominators including mixed numerals, applying knowledge of factors and multiples; represent these fractions on a number line
  11. Year 5AC9M5N04recognise that 100% represents the complete whole and use percentages to describe, represent and compare relative size; connect familiar percentages to their decimal and fraction equivalents
  12. Year 5AC9M5N05solve problems involving addition and subtraction of fractions with the same or related denominators, using different strategies
  13. Year 5AC9M5N06solve problems involving multiplication of larger numbers by one- or two-digit numbers, choosing efficient calculation strategies and using digital tools where appropriate; check the reasonableness of answers
  14. Year 5AC9M5N07solve problems involving division, choosing efficient strategies and using digital tools where appropriate; interpret any remainder according to the context and express results as a whole number, decimal or fraction
  15. Year 5AC9M5N08check and explain the reasonableness of solutions to problems including financial contexts using estimation strategies appropriate to the context
  16. Year 5AC9M5N09use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate the problems, choosing operations and efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation
  17. Year 5AC9M5N10create and use algorithms involving a sequence of steps and decisions and digital tools to experiment with factors, multiples and divisibility; identify, interpret and describe emerging patterns

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